THE EFFECT OF BUZZ GROUP TECHNIQUE ON GRADE 11 STUDENTS` ACHIEVEMENT IN WRITING HORTATORY EXPOSITION.

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THE EFFECT OF BUZZ GROUP TECHNIQUE

ON GRADE 11

STUDENTS’ ACHIEVEMENT IN WRI

TING

HORTATORY EXPOSITION

A THESIS

Submitted to English Department, Faculty of Language and Arts State University of Medan, in Partial Fulfillment of the Requirement for the

Degree of Sarjana Pendidikan

By:

MUHAMMAD RIZKY RIDHA

Registration Number: 2101121030

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity.

Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not been previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, Desember 2014

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ABSTRACT

Ridha, Muhammad Rizky . NIM: 2101121030. The Effect Of Buzz Group Technique on Grade 11 Students’ Achievement in Writing Hortatory Exposition. A Thesis. Faculty of Languages and Arts (FBS), Unimed (State University of Medan), 2014.

This study aims to discover the effect of applying Buzz Group Technique on Grade 11

Student’s Achievement in writing Hortatory Exposition. It was conducted by using experimental research design. The population was the 120 grade XI students of SMA Negeri3 Binjai . The sample of the research was two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The Grade XI IPS 2 as Experimental Group was taught by using Buzz Group Technique and grade XI IPS 1 as control group was taught by using Group Brainstorming Technique. The instrument used to collect the data by asking the students to write a Hortatory Exposition. Based on the result of the data analysis, it was concluded that using Buzz Group Technique affects the student’s ability in writing hortatory exposition (t-calculated > t-table, p=0.05). The using Buzz Group Technique made the students write hortatory exposition correctly than by using Group Brainstorming Technique . The calculation of t-test is 2.844 > 2.013 with df 48 and the level of significance 0.05. It means that the using Buzz Group Technique has an effect on writing hortatory exposition.

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express thanks to Allah SWT, the Almighty God for Blessing, Health, Protection, knowledge and opportunity that at last he is able to complete this thesis entitled “The Effect of Buzz Group Technique on Grade 11 Students’ Achievement in Writing Hortatory Exposition” as one of requirement for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have not been accomplished without the guidance, helping, suggestion, advice, motivation and encouragement from people, for which the writer would like to express her extremely grateful which directed to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.

 Dra. Meisuri , M.A as the Secretary of English Department.

 Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study Program.

 Prof. Dr. Busmin Gurning, M.Pd, as his Thesis Consultant.

 Drs. Willem Saragih , Dipl. Appl. M.Pd as his Academic Consultant and his Reviewer, Prof.Dr. Hj. Sumarsih, M.Pd and Dra. Sri Juriati Ownie, M.A, and Indra Hartoyo , S.Pd . M.Hum as his Reviewers.

 All Lecturers who have taught him in this English Department, for giving knowledge, advices and amazing study experiences.

 Drs.Zulkifli, M.Pd , the headmaster of SMA Negeri3 Binjai .

 Martalena Manurung, S.Pd and Roslina, S.Pd as the English teachers in SMA Negeri 3 Binjai .

 Paimin and Ameria Yunarti, as his beloved parents, Indria Putri Amelia and Saskya Afira Putri as his beloved sisters and Muhammad Rakha Andhika as his beloved brother, and all member of Marijo’s and

Ibrahim Amirsal’s big family for their eternal material and moral supports, care, prayers, laughter, smiles, guidance, advices, best moments

and love during the writers’ life.

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laughter, smiles, supports, ideas, best moments that have been shared with the writer during the academic study in Unimed.

 Muhammad Yusuf, S.Pd as his class monitor , Ingrid Laurensia S, S.Pd,Viviana MelinaS.Pd,Melda R.S S.Pd ,Dian Werdhyati BangunS.Pd ,Rizky Atika SariS.Pd,Aditya Ramadhan S.Pd, Sabar ParsaulianS.Pd, Bura Khaira S.Pdandall members of Regular A 2010

as his best friends and classmates, for all best memories, laughter, smiles, fights, debates, teamwork, and moments they give and share with the writer during the four years academic study in Unimed.

 Aminah Ari Fadhila, S.Pdand All members of PPWS community as ,for the best moments, stories, memories, supports, prayers, and love they have been always giving to the writers since PPL time till now.

 Nando , Ibnu , Roby as his badminton partners and little brothers , forthe best experiences , laughter and time to play badminton together during the fighting time for the thesis.

 The last, but not the least,Inggrit Novianty, S.E , Abdurrahman RidhoRangkutiand Yudha Ramadhanas his best friends ever , for all best memories, love , smiles, fights, supports , experiences, and moments they give and share with the writer

Medan, Januari 2015 The writer

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LIST OF TABLES

Table 1.1 Students’ Scores of Writing Competence Tests... 2

Table 2.1Thekinds of genre ... 8

Table 2.2 The Analysis of Hortatory exposition text ... 12

Table 3.1 Research Design... 25

Table 3.2 Experimental Group Activity... 29

Table 3.3 Control Group Activity... 31

Table 3.4 The Indicator of studens’ ability in writing ... 37

Table 4.1 Thescore of pre test and post test by students in experimental group………... 41

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CHAPTER I

INTRODUCTION

A. The Background of study

There are four basic skills in learning English. They are listening, speaking,

writing and reading . They are divided into two groups, receptive skills and

productive skills. Listening and reading are included into receptive skills,

meanwhile speaking and writing are included into productive skills. Writing is

one of the ways to communicate indirectly. Writing is a skill exposing facts and

idea which is interpreted clearly, effectively, and well-organized.

Writing integrates many aspects of language such as: vocabulary mastery,

words-arrangement, grammar proficiency, and constructing paragraph. The

process of writing activity is non-verbal. Writing as a productive skill is very

important to learn. Harmer (2004: 86) states that writing is a process and

that we write is often heavily influenced by constraints of genres, then these

elements have to be presented in learning activities. Writing is considered as the

most difficult and complicated language skill to learn compared to other language

skills (Widiati & Cahyono, 2006: 139). From the statements above , the writer can

conclude that writing is a process of producing some ideas , critical thinking

,opinion and arguments into a piece of paper .

Many students find difficulties when they learn writing . Based on

preliminary observation conducted in SMA Negeri 3 Binjai, the writer found that

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and the implication is they do not like to study English and they cannot write a

good text. The teacher also agreed that the students have lack of ability in writing.

It was proven when the writer asked for The List of Students’ Score

(DKN/DaftarNilaiSiswa) for writing tests in two semesters, many students could

not pass The Minimum Criterion Mastery (Kriteria Ketuntasan Minimum/KKM)

applied by the school in English subject. Their DKN in two semesters are, as

follows;

Table 1.1 Students’ scores of writing competence test

Semester Score Students Percentage Mean

1st Semester 2013/2014

IPS 1 students at SMA Negeri 3 Binjai academic year 2013/2014

The first problem was students did not have motivation to study English.

In students’ mind, English is a difficult lesson. Students find it difficult to give

their opinion and point of view. Moreover, they have problem with a lack of

vocabulary, poor grammar and unable to organize and develop their ideas. Thus,

students found many difficulties to write a good hortatory exposition text in

English .The second problem was teaching method applied by the teacher. The

teacher still used the conventional method in teaching writing. Especially in

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The teacher explained an example of hortatory exposition text with the

social function, generic structure and the lexicogrammatical function of the text

and then the students were asked to write. Hortatory exposition deals with

arguing on some issues surroundings. The students were asked to write the

hortatory exposition text from their experiences facing some cases about hot

issues and found their own ideas, opinions and arguments about the phenomena.

And at last , they were asked to produce their ideas, opinions and arguments into a

written text individually . If the students finished their activity in writing , the

teacher asked them to collect their task without monitoring , helping and

controlling them . In the teaching and learning process , some students are shy and

lack of courage to ask the teacher when they donnot understand the lesson.

Besides, the teacher is vicious and it makes the students afraid of the teacher. The

teacher dominates the teaching and learning process and it makes the student can

not develop their ideas. So, instead of understanding the lesson, the students are

depressed during the lesson and they got nothing when the lesson ended. And it

happens continually.

To solve the problems above , the teacher needs an effective technique in

term of teaching Hortatory Exposition text .One of the supporting factors

towards the students’ achievement in writing the hortatory exposition is

using buzz group technique. Buzz Group Technique is a technique that

makes students work in small group in limited time. The room soon fills with

noise as each sub-group ‘buzzes’ in discussion.The term ‘buzz’ comes from the

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the activity. While they are buzzing, participants are able to exchange ideas and

draw on their wide collective experience . Learning in groups can be used to

promote interaction within a larger class or to acknowledge and recognise the

needs of the student rather than just focusing on the demands of the subject. This

helps students to develop problem-solving skills and discriminate between

information, opinion and facts. In this case , the students are asked to express their

ideas , opinions and arguments facing a case or phenomena .

By applying this technique in teaching hortatory exposition , students

motivate to explore their ideas and share their opinions and arguments to the

member of the group . The other reason why the writer use this technique is to

make students more active in the class . The writer expects that all of the students

can express their own idea without any doubt and anxiety . The writer also

expects after applying the buzz Group technique , all of the students can be active.

Not only a students who cover his or her friends in teaching and learning process .

At last ,the application of the technique in teaching and learning writing,

especially Hortatory exposition text will make the students express everything in

their mind of facing some cases or phenomena freely .

In line with the background of the study, the writer would like to conduct a

study with title: The Effect of Buzz Group Technique on Grade 11 Students’

Achievement in Writing Hortatory Exposition. The writer expects to find the

effect of Buzz group technique on students’ achievement in writing hortatory

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B. The Problem of the Study

Based on the background of the study , the problem of the study is

formulated as follows “Is the students’ achievement in writing hortatory

exposition taught by buzz group technique higher than the students’

achievement taught by group brainstorming technique ?

C. The scope of the study

There are many genres of writing learnt in the SMA (Senior High School)

such as recount, narrative, procedure, descriptive, spoof, report, hortatory

exposition and analytical exposition ,news item, anecdote, explanation, discussion

and review. This study focuses on the applying of Buzz Group Technique to

improve students’ achievement in writing hortatory exposition. The object of the

study is limited on the senior high school students grade XI at SMA Negeri 3

Binjai .

D. The Objective of the Study

In relation to the research problem , the objective of the study is to find out

whether the Buzz Group Technique affect students’ achievement in Hortatory

exposition writing than using Group brainstorming technique.

E. The significances of the study

The findings are expected to be useful theoretically and practically :

- Theoretically , the findings are expected to be useful in increasing and

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- Practically , it is useful to the teachers as one of the alternative technique

in teaching writing. For the students, it opens their mind to share their

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, it was concluded that using Buzz

Group Technique affects the student’s ability in writing hortatory exposition text.

The using Buzz Group Technique made the students write hortatory exposition

text grammatically than by using Group Brainstorming .It also built the

confidence of the students in expressing their ideas , arguments and opinions in

their group. Every member of the group can share their ideas without any doubt ,

hesitation and anxiety. It means that the using Buzz Group Technique has an

effect on writing hortatory exposition text.

From the result of the data, it can be seen that the highest score of

experimental group was 90 and the lowest score was 70 in post-test. Meanwhile

the highest score of control group was 84 and the lowest score was 46 in post-test.

Both of the technique are effective in teaching writing Hortatory exposition

text even though the application Buzz Group technique is higher than Group

Brainstorming technique.

B. Suggestions

The writer point out some suggestion as following:

1.It is suggested to the English teacher, it is better to applying Buzz Group

Technique because this technique helps the students in understanding the

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2.It is suggested to the students, with this technique demands a cooperative

team so it is better if they can share ideas and information before they

write, so that by applying of Buzz Group Technique, the students can

write hortatory exposition.

3. It is suggested to the readers to know the importance of using Buzz

Group technique in improving the writing achievement and building the

confidence of students to share their ideas freely .

4.It is suggested to the other researchers who intend to use Buzz Group

technique in teaching learning process; he or she is hoped to do the

research by using another technique and try to find another effective

media, so it will enrich the research in improving students’ writing

achievement.

5. It is suggested to the students who are active and talkative because Buzz

Group technique is a technique that force the students to speak up and

then write the ideas that they have been spoken into a good writing

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The process and pitfalls described here follows closely that described by Dan Boudreau in an article called ‘How do I use Buzz groups in training’

THE EFFECT OF BUZZ GROUP TECHNIQUE ON GRADE 11 STUDENTS` ACHIEVEMENT IN WRITING HORTATORY EXPOSITION.